Patterns in Environmental quality and sustainability Week 1-5
Here is the outline of Unit 3 week by week. Clicking on the links on the left will bring you to an IB Geography teacher in England's wikispace. He seems to have been teaching geography for 12 years or so and has many resources. So if you want to look at diagrams, maps, videos, there are lots on that wikispace. We'll probably refer to his wikispace for the rest of the year. On my page I will highlight the main points you need to know, your assignments, and tell you if there's an article on that wikipage that you should read. But instead of transferring that amount of resources to this page, we can just use the links below.
3. Patterns in environmental quality and sustainability
Week 1 Describe the functioning of the atmospheric system in terms of the energy balance between solar and longwave radiation. Explain the changes in this balance due to external forcings (changes in solar radiation, changes in the albedo of the atmosphere and changes in the longwave radiation returned to space). Discuss the causes and environmental consequences of global climate change.
Week 2 Explain the causes of soil degradation. Discuss the environmental and socio‑economic consequences of this process, together with management strategies.
Week 3 Identify the ways in which water is utilized at the regional scale. Examine the environmental and human factors affecting patterns and trends in physical water scarcity and economic water scarcity. Examine the factors affecting access to safe drinking water.
Week 4 Explain the concept and importance of biodiversity in tropical rainforests. Examine the causes and consequences of reduced biodiversity in this biome.
Week 5 Define the concept of environmental sustainability. Evaluate a management strategy at a local or national scale designed to achieve environmental sustainability.
Major concepts/terms you need to know for this unit:
Week 1: Atmosphere and change
Insolation: Incoming Solar Radiation
The atmospheric energy budget
The three ways solar radiation is balanced 1. radiation 2. convection 3. conduction
Planetary albedo
Water vapor
Carbon Dioxide
Methane
Chlorofluorocarbons (CFCs)
The Greenhouse Effect
The implications of Climate Change: 1. Sea levels will rise 2. Storm energy will increase 3. Agricultural patterns will change 4. There will be less rainfall over the USA, southern Europe, and the CIS 5. Up to 40% of species of wildlife will become extinct
In class assignment Wednesday 21st Nearly all scientists that research atmosphere agree that climate change is happening. However, there is still debate on TV and in some governments (including the US government). How do we explain this? Answer these questions so that we can understand this issue better. There is no word minimum, just try to fully answer the question. 1. What data are those that think climate change is happening using for evidence? 2. What data are those that think climate change is not happening using for evidence? 3. What types of organizations/people are on both sides of this issue? Are they similar or different? Which side seems more credible? Why? 4. For the side that you think is wrong, why do you think that side is continuing to argue?
Soil Degradation- this means the decline in the quality and quantity of soil. It includes: 1. erosion by wind and water 2. biological degradation (the loss of humus and plant/animal life 3. physical degradation (loss of structure, changes in permeability) 4. chemical degradation (acidification, declining fertility, changes in PH, salinization and chemical toxicity)
The causes of land degradation (there are 4 page 58 or check link)
How climate change affects soil degradation
The results of land degradation (there are six pg 59 or link)
How the EU is trying to stop soil degradation (p 61)
How to fix already contaminated soil (p 62)
WEEK 3: Water usage and change (5 hours with a Case Study due Friday November 6th)
Demands on water usage- how much water is the world using
Water Scarcity: 2 types (p. 64) 1. physical water scarcity 2. economic water scarcity
Water quality
Sanitation
Water and Change
China's Rivers or the World's Aquifers: a case study
You can do an in depth look at what has, is, and will happen to many rivers in China. Or you can take a look at the the world's aquifers, focus on one or two and tell is what is happening.
WEEK 4: Biodiversity and Change: The importance of the tropics and tropical rainforests Case study (The Amazon- Due Friday, November 13th)
Environmental Sustainablity
EPI: Environmental Performance Index (has two focuses) 1. reducing environmental stresses to human health 2. promoting ecosystem vitality and sound natural resource use
The effects of climate change on sustainability
Challenges and Solutions
WEEK5
Environmental Sustainability Climate change and Inaction A Review of Major Concepts
Films:
Chasing Ice (we will watch in class) The 11th Hour Home I have all of these films so if you would like to take one to watch you're more than welcome.
What is Humanity's Impact on the Environment and How Might it Look in the Future?
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Building a Sustainable City
Unit Connections- Working with the "Urban Environments" unit and “Changing Space” and “Global Interaction at the Local Level"
1st Stage
This project will be done piece by piece- stage by stage. First stage, the considerations for Environmental Quality and Sustainability looking towards working on the next stage later. This is the first step, we want to build a good foundation based upon this unit.
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Syllabus
Syllabus outline
Syllabus component
Teaching hours
SL
HL
Geographic skills—integrated throughout the course
Part 1: Core theme—patterns and change (SL/HL) There are four compulsory topics in this core theme.
Populations in transition
Disparities in wealth and development
Patterns in environmental quality and sustainability
Patterns in resource consumption
70
70
Part 2: Optional themes (SL/HL)
There are seven optional themes; each requires 30 teaching hours. Two optional themes are required at SL. Three optional themes are required at HL.
Freshwater—issues and conflicts
Oceans and their coastal margins
Extreme environments
Hazards and disasters—risk assessment and response
Leisure, sport and tourism
The geography of food and health
Urban environments
60
90
Part 3: HL extension—global interactions (HL only) There are seven compulsory topics in the HL extension.
Measuring global interactions
Changing space—the shrinking world
Economic interactions and flows
Environmental change
Sociocultural exchanges
Political outcomes
Global interactions at the local level
60
Fieldwork (SL/HL) Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation.
20
20
Total teaching hours
150
240
END OF CORE THEMES UNITs 1-4: FINAL PAPER
DUE NOVEMBER 9th
Formatting This is how your paper should be formatted.
You can put titles for different sections like I did, but you don't have to. That's your choice.
Long quotes are single spaced and the whole quote is indented (you can see this on the bottom of page 1 and top of page 2. Also on page 3. The font should also be a bit smaller).
Also notice that there are no pictures
Your paper should have maps, graphs, tables, things like this to show data. No pictures.
When you quote someone or use a graph or table that you did not make, make sure you cite the source.
Citing your source is simple, after the quote or the piece of information you are using, you just put the last name of the author and the date of the publication. For a book, you can just put the year. For an internet source you can put the day, month, year. You will see that throughout my paper, for example, (Louderback, 2015).
The bibliography, or works cited, will have the full citation is the last page. Yours should look just like that.
These sites can help you with citations if you my example is not enough
Summative Assessment Due Decemeber 7th: this paper is the same for SL and HL
The Core accounts for 40% of the SL grade in DP and 25% of the HL
Core Theme Paper: Units 1-4HL/SL= 4,200 words minimum
Points for section
Introduction.........
This is an exploratory essay. You are explaining a situation, not developing an argument. Lay out what you will be discussing in your paper. .
300 words
15
Populations in Transition
Population changes Responses to high and low fertility Movement responses migration Gender and change .
900 words
30
Disparities in wealth and development
Measurements of regional and global disparities Origins of disparities Disparities and change Reducing disparities .
900 words
30
Patterns in environmental quality and sustainability
Atmosphere and change Soils and change Water and change Biodiversity and change Sustainability and the environment .
900 words
30
Patterns in Resource Consumption
Patterns in resource consumption Changing patterns in energy consumption Conservation strategies .
900 words
30
Conclusion
Summarize the main points of your essay. Do not introduce any new information. .
300 words . .
15
Word Count and Style
These word counts are all minimums (except for intro and conclusion- keep those around the word count suggested). If you have a long case study you're explaining, explain it. If you feel like you have more to say to make your point and to make your paper better, then write more. There is no maximum word count. A 6 or 7 paper can be written at the minimum word count but some people may find their paper is better longer.
HL= 3,000 words minimum
Paper needs Name and Date in Header; Title Centered; 1.5 or double spaced. 12 point font. Insert page number lower right. .
page length will vary based on number and size of supporting material used
Below minimum = -20
Supporting Material
Use case studies, statistics, graphs, charts, maps, and other data to support your explanations and arguments. Each category (Measurements... Origin... Disparities... Reducing... ) should have at least 1 piece of supporting material. .
6 pieces HL/SL minimum
50
Format and Style
The paper has topic sentences and conclusion sentences, is formatted correctly, there is proper use of paragraphs, and the paper flows logically.
40
Total Points= 240.. The following skills should be evident in your final paper. There are four assessment objectives (AOs) for the SL and HL Diploma Programme geography course. Having followed the course at SL or HL, students will be expected to do the following.
AO1 Demonstrate knowledge and understanding of specified content
Demonstrate a thorough knowledge of disparities in wealth and development
AO2 Demonstrate application and analysis of knowledge and understanding
– Apply and analyse geographic concepts and theories
– Identify and interpret geographic patterns and processes in unfamiliar information, data and cartographic material
– Demonstrate the extent to which theories and concepts are recognized and understood in particular contexts
AO3 Demonstrate synthesis and evaluation
– Examine and evaluate geographic concepts, theories and perceptions
– Use geographic concepts and examples to formulate and present an argument
AO4 Select, use and apply a variety of appropriate skills and techniques
Select, use and apply the prescribed geographic skills in appropriate contexts
Produce well-structured written material, using appropriate terminology
Select, use and apply techniques and skills appropriate to a geographic research question
The following items should be included in your paper:
Maps, statistics, tables, charts, and diagrams Students are expected to include well-drawn, large, relevant maps, sketches, tables and diagrams as often as applicable.
Case studies and specific detailed examples A case study is a detailed, located example for discussion or discursive approach. Students are expected to illustrate their answers in examinations with case studies and examples where appropriate, and to be prepared to demonstrate, when relevant, that these have contrasting levels of development. Each case study or example chosen must reveal something different in terms of the level of social, economic or political development reached in the country or region selected so that a comparison between them can be demonstrated. Ideally, the case studies selected should be within the students’ lifetime. Examples must be used to demonstrate links between the concepts and case studies as appropriate.
Core 3. Patterns in Environmental quality and sustainability
5 weeksAtmosphere and change
Soil and change
Water and change
Biodiversity and change
Sustainability and the environment
By the end of this unit you should be able to:
Explain the atmospheric energy budget and the causes and implications of climate change
understand the causes and impacts of soil degradation, and how this is being addressed
describe the increasing demands on the global water supply and the management strategies used to conserve water
understand the importance of biodiversity and the key role of rainforests and the effects of deforestation
Clinton Global Initiative: For everything that we're studying
https://www.clintonfoundation.org/clinton-global-initiative
Patterns in Environmental quality and sustainability Week 1-5
Here is the outline of Unit 3 week by week. Clicking on the links on the left will bring you to an IB Geography teacher in England's wikispace. He seems to have been teaching geography for 12 years or so and has many resources. So if you want to look at diagrams, maps, videos, there are lots on that wikispace. We'll probably refer to his wikispace for the rest of the year.On my page I will highlight the main points you need to know, your assignments, and tell you if there's an article on that wikipage that you should read. But instead of transferring that amount of resources to this page, we can just use the links below.
Describe the functioning of the atmospheric system in terms of the energy balance between solar and longwave radiation. Explain the changes in this balance due to external forcings (changes in solar radiation, changes in the albedo of the atmosphere and changes in the longwave radiation returned to space). Discuss the causes and environmental consequences of global climate change.
Explain the causes of soil degradation. Discuss the environmental and socio‑economic consequences of this process, together with management strategies.
Identify the ways in which water is utilized at the regional scale. Examine the environmental and human factors affecting patterns and trends in physical water scarcity and economic water scarcity. Examine the factors affecting access to safe drinking water.
Explain the concept and importance of biodiversity in tropical rainforests. Examine the causes and consequences of reduced biodiversity in this biome.
Define the concept of environmental sustainability. Evaluate a management strategy at a local or national scale designed to achieve environmental sustainability.
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Reading
(Make sure you read the case studies. Try to remember the details of any that interest you.)Curent events: The Paris Talks
http://www.theatlantic.com/science/archive/2015/12/the-thorny-problem-at-the-heart-of-paris/418350/
Week 1 Atmosphere and Climate Change
Pages: 52-56
Week 2 Soil
Pages: 56- 62
Week 3 Water
Pages: 62-68
Week 4: Biodiversity and Change
Pages: 68-72
http://www.ted.com/talks/carl_safina_what_are_animals_thinking_and_feeling
Week 5: Environmental Sustainability
Pages: 73-75
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Major concepts/terms you need to know for this unit:
Week 1: Atmosphere and change
Insolation: Incoming Solar Radiation
The atmospheric energy budget
The three ways solar radiation is balanced
1. radiation
2. convection
3. conduction
Planetary albedo
Water vapor
Carbon Dioxide
Methane
Chlorofluorocarbons (CFCs)
The Greenhouse Effect
The implications of Climate Change:
1. Sea levels will rise
2. Storm energy will increase
3. Agricultural patterns will change
4. There will be less rainfall over the USA, southern Europe, and the CIS
5. Up to 40% of species of wildlife will become extinct
In class assignment Wednesday 21st
Nearly all scientists that research atmosphere agree that climate change is happening.
However, there is still debate on TV and in some governments (including the US government).
How do we explain this? Answer these questions so that we can understand this issue better. There is no word minimum, just try to fully answer the question.
1. What data are those that think climate change is happening using for evidence?
2. What data are those that think climate change is not happening using for evidence?
3. What types of organizations/people are on both sides of this issue? Are they similar or different? Which side seems more credible? Why?
4. For the side that you think is wrong, why do you think that side is continuing to argue?
I have googled some websites supporting both sides. I just picked the first two that came up. You may use these or find your own. Red are for sites that say it's getting warmer, blue for colder.
Website Resources: http://www.esrl.noaa.gov/gmd/ccgg/trends/
http://climate.nasa.gov/vital-signs/carbon-dioxide/
http://www.globalclimatescam.com/opinion/top-ten-reasons-climate-change-is-a-hoax/
http://spectator.org/articles/55208/false-alert-global-warming
WEEK 2: Soil Case Study: Beijing Due Friday Oct 30th
Video on Top Soil and Soil Erosion
https://www.youtube.com/watch?v=Hy_PqKsv9mY
Video on soil degradation near Beijing
:https://www.youtube.com/watch?v=eFbHErRPQHg
Soil Degradation- this means the decline in the quality and quantity of soil. It includes:
1. erosion by wind and water
2. biological degradation (the loss of humus and plant/animal life
3. physical degradation (loss of structure, changes in permeability)
4. chemical degradation (acidification, declining fertility, changes in PH, salinization and chemical toxicity)
The causes of land degradation (there are 4 page 58 or check link)
How climate change affects soil degradation
The results of land degradation (there are six pg 59 or link)
How the EU is trying to stop soil degradation (p 61)
How to fix already contaminated soil (p 62)
WEEK 3: Water usage and change (5 hours with a Case Study due Friday November 6th)
Demands on water usage- how much water is the world using
Water Supply
Water Stress
Water Use
Aquifers running out: https://www.youtube.com/watch?v=iVcTQdOJMMw
Water Scarcity: 2 types (p. 64)
1. physical water scarcity
2. economic water scarcity
Water quality
Sanitation
Water and Change
China's Rivers or the World's Aquifers: a case study
You can do an in depth look at what has, is, and will happen to many rivers in China. Or you can take a look at the the world's aquifers, focus on one or two and tell is what is happening.
WEEK 4: Biodiversity and Change: The importance of the tropics and tropical rainforests
Case study (The Amazon- Due Friday, November 13th)
Environmental Sustainablity
EPI: Environmental Performance Index (has two focuses)
1. reducing environmental stresses to human health
2. promoting ecosystem vitality and sound natural resource use
The effects of climate change on sustainability
Challenges and Solutions
WEEK5
Environmental Sustainability
Climate change and Inaction
A Review of Major Concepts
Films:
Chasing Ice (we will watch in class)The 11th Hour
Home
I have all of these films so if you would like to take one to watch you're more than welcome.
www.facebook.com/11th.hour.action
www.11thhourproject.org
What is Humanity's Impact on the Environment and How Might it Look in the Future?
=
=
Building a Sustainable City
Unit Connections- Working with the "Urban Environments" unit and “Changing Space” and “Global Interaction at the Local Level"
1st Stage
This project will be done piece by piece- stage by stage. First stage, the considerations for Environmental Quality and Sustainability looking towards working on the next stage later. This is the first step, we want to build a good foundation based upon this unit.
__Syllabus
Syllabus outlineThere are four compulsory topics in this core theme.
There are seven optional themes; each requires 30 teaching hours.
Two optional themes are required at SL.
Three optional themes are required at HL.
Fieldwork, leading to one written report based on a fieldwork question, information collection and analysis with evaluation.
END OF CORE THEMES UNITs 1-4: FINAL PAPER
DUE NOVEMBER 9th
Formatting
This is how your paper should be formatted.
==
==
Summative Assessment Due Decemeber 7th: this paper is the same for SL and HL
The Core accounts for 40% of the SL grade in DP and 25% of the HL.
Responses to high and low fertility
Movement responses migration
Gender and change
.
disparities
Origins of disparities
Disparities and change
Reducing disparities
.
Soils and change
Water and change
Biodiversity and change
Sustainability and the environment
.
Changing patterns in energy consumption
Conservation strategies
.
.
.
.
and Style
HL= 3,000 words minimum
Paper needs Name and Date in Header; Title Centered; 1.5 or double spaced. 12 point font. Insert page number lower right.
.
minimum
= -20
.
The following skills should be evident in your final paper.
There are four assessment objectives (AOs) for the SL and HL Diploma Programme geography course. Having followed the course at SL or HL, students will be expected to do the following.
The following items should be included in your paper:
Maps, statistics, tables, charts, and diagrams
Students are expected to include well-drawn, large, relevant maps, sketches, tables and diagrams as often as applicable.
Case studies and specific detailed examples
A case study is a detailed, located example for discussion or discursive approach. Students are expected to illustrate their answers in examinations with case studies and examples where appropriate, and to be prepared to demonstrate, when relevant, that these have contrasting levels of development. Each case study or example chosen must reveal something different in terms of the level of social, economic or political development reached in the country or region selected so that a comparison between them can be demonstrated. Ideally, the case studies selected should be within the students’ lifetime. Examples must be used to demonstrate links between the concepts and case studies as appropriate.